The Impact of Iterative Assessment System on Programming Learning Behavior

Abstract

Automated programming assessment systems (APAS) are useful supporting tools adopted in novice programming courses. They allow educators to reduce the amount of work required for homework assessment as well as students to have feedback and correct their code. In this study, we analyzed students' learning behavior from an APAS, called ProgEdu, which provides an iterative learning environment for object-oriented programming courses. Answers to research questions are obtained by mean of a quantitative research. Analysis results showed that all expectations about the system effectiveness are satisfied: 1) almost students agree with the assessment method and feedback given by the system; 2) iterative learning is helpful in improving students' programming skill; 3) and it facilitates students to pay more attention to code quality. This study also points out issues of the current system and propose suggestions to improve system performance.